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Advisor(s)
Abstract(s)
The concepts and instruments required for the teaching and learning of geometric
optics are introduced in the didactic processwithout a proper didactic transposition.
This claim is secured by the ample evidence of both wide- and deep-rooted alternative
concepts on the topic. Didactic transposition is a theory that comes from a reflection on
the teaching and learning process in mathematics but has been used in other disciplinary
fields. It will be used in this work in order to clear up the main obstacles in the teachinglearning
process of geometric optics. We proceed to argue that since Newton’s approach
to optics, in his Book I of Opticks, is independent of the corpuscular or undulatory nature
of light, it is the most suitable for a constructivist learning environment. However,
Newton’s theory must be subject to a proper didactic transposition to help overcome
the referred alternative concepts. Then is described our didactic transposition in order to
create knowledge to be taught using a dialogical process between students’ previous
knowledge, history of optics and the desired outcomes on geometrical optics in an
elementary pre-service teacher training course. Finally, we use the scheme-facet structure
of knowledge both to analyse and discuss our results as well as to illuminate shortcomings
that must be addressed in our next stage of the inquiry.
Description
Keywords
Didactic transposition History of science Optics Pre-service elementary teachers Scheme-facet structure
Citation
Maurício, P., Valente, B. & Chagas, I. A Didactic Sequence of Elementary Geometric Optics Informed by History and Philosophy of Science. Int J of Sci and Math Educ 15, 527–543 (2017). https://doi.org/10.1007/s10763-015-9662-1